Search results for: Ethics
Page 4/5 45 items
This article analyzes the ethically important moments that helped build, then break, and then negotiate the relationship between researchers and schools during an ethnographic-type study. The study was conducted by the team of researchers from a prominent private university. The author argues that the researchers failed to examine reflexively the knowledge they produced in their written representations. The author's critique uses a framework that counters harm with benefit and authority with respect, drawing on both consequential and non-consequential ethical theories, and emphasizes an ethic of care.
Updated: Feb. 24, 2011
In this article, the authors offer a theoretical framework, drawn from Judith Butler's politics of the performative and Adriana Cavarero's narrative relations, for understanding the dynamics of using narratives of practice in teacher education. The authors conclude that by understanding the irresolvable tension of desire to have one’s story told, a teacher has a better chance of recognising her own vulnerability and that of her students, and of teaching at the starting place of ethics.
Updated: Nov. 28, 2010
This article draws on the philosophy and educational thought of Aristotle to illuminate characteristics of good listening. Virtue ethics provides a systematic orientation for the analysis of a familiar but underanalyzed phenomenon: good listening. The current project is exploratory and preliminary. The authors have mentioned a few characteristics already patience, tolerance, humility, and various intellectual virtues.
Updated: Nov. 23, 2010
Our Teachers Want To Be the Best: On the Necessity of Intra-Professional Reflection about Moral Ideals of Teaching
Teaching is a significant social good and therefore teachers as well as the state have to take responsibility for guarding the moral quality of the teaching practice. Based on this premise, the article describes and defends the view that these parties have their own particular role by means of literature review and theoretical and practical arguments. The authors’ first claim is that the role of the state is necessarily limited to articulating the minimal moral rules and obligations. The authors’ second claim is that teachers have to take responsibility for defining the optimal dimension of their professional morality. The article ends with some practical implications of the theoretical exposé.
Updated: Oct. 12, 2010
Toward a Sexual Ethics Curriculum: Bringing Philosophy and Society to Bear on Individual Development
In this article, the author reviews the recent history of sexuality education battles. The author criticizes both Abstinence Only Until Marriage (AOUM) and Comprehensive Sexuality Education (CSE) curricula. Furthermore, the author discusses how, in CSE's accommodation to AOUM objections, ethical dimensions of sex education may have been neglected in favor of evidence-based practice.
Updated: Jul. 13, 2010
The mediation by teachers of the many activity systems that constitute any given class has traditionally been an ignored aspect of teaching. In this paper the authors argue that the teacher's responsibility for this mediation exists and must therefore be accounted for in the praxis of teaching. In addition, the authors argue for the cogenerative dialogue as one viable solution for teachers to mediate in an ethically responsive manner.
Updated: May. 25, 2010
This article explores the ethical issues involved when researchers attempt to study participants who are personally close to them. It describes a case in which two researchers decided to study the experiences respectively of their son and grandson, both with ADD.The authors relate the specific issues raised in the case to general issues of ethics in action research.
Updated: Oct. 22, 2008
The article suggests ethical challenges and perceived discontinuity between home-and-school based experiences. The article offers definition and methodology for quantitative investigation of cultural discontinuity. A description of the cultural values and corresponding behaviors of African American, Asian American, Latino, and Native American students, along with those values and behaviors salient in most public schools, is offered.
Updated: Sep. 17, 2008
The article explores the content and structure of pedagogical values, utilizing 24 teachers who were encouraged to articulate their beliefs regarding their professional morality and their school community. The study emphasizes the value structure that should prevail in schools, so they could be considered educative institutions, and claims that the teaching profession should be recognized as a complex of ideals essential to teachers' roles.
Updated: May. 27, 2008
Children's lost voices: ethical issues in relation to undertaking collaborative, practice-based projects involving schools and the wider community.
The growing emphasis on teachers as 'reflective' and 'expert practitioners' has led to a noticeable increase in action research involving a wide range of educational practitioners as well as professionals from the academic community. In the light of the complex demands frequently faced by action researchers, this article examines the ethical considerations involved in conducting a collaborative action research project which is concerned with children's experiences of transition from Key Stage 2 to Key Stage 3.
Updated: Apr. 01, 2008